SoTL in 10 minutes
What is the purpose of a rubric?
A rubric, at
its most fundamental level, is a grading guide. Often in the form of a
table or chart, it lists criteria or goals of an assignment paired with
achievement levels. Within the body of the table are numerical
values and/or descriptions of what to expect for each component at each level.
many purposes for a rubric, and your purpose can change with the course,
assignment or student.
Increase grading efficiency
of the decision making process of what grade to assign has been dealt with.
Increase grading equitability
decisions about point value or grades were made prior to grading.
Improve an assignment (professor design and
you break down the important components of an assignment, you directions and
instruction to students becomes more clear and focused.
Improve an assignment (student learning outcomes
assignment is broken down for students into clear and manageable components.
more about this later in the week.
Examples of rubrics
from scratch when you can adopt and adapt?
resource describes the different types of rubrics – holistic, analytic,
general, and task specific. At the bottom of the webpage are links
to specific examples for some fairly general assignments.
sites will let you build your own rubric using a template or search the
database of thousands of other rubrics that you can edit to make your
resources fail you, do a Google search for your assignment type and add the
search term “rubric”.
AAC&U VALUE Rubrics
of American Colleges and Universities
of Learning in Undergraduate Education
AAC&U LEAP (Liberal Education and America’s Promise) initiative brought
together dozens of faculty teams to develop 16 rubrics to assess essential
learning outcomes for student success. These were designed for use with
student assignments, but some departments at JU are using them for course and
You do have
to provide an email address to view the rubrics, but no further information or
registration is required.
Here are the
16 rubric titles. Each rubric has 4-7 criteria and all use the same four
levels of proficiency – they are all task analytic rubrics.
and Practical Skills
Inquiry and analysis
Civic knowledge and engagement—local and global
Intercultural knowledge and competence
Foundations and skills for lifelong learning
and Applied Learning
and applied learning
Using rubrics in Bb
Did you know
you can grade, using a rubric, directly in Bb? You don’t have to download
or save the file. You can score the rubric, and still provide comments or
other specific feedback. And the grade can be automatically reported to
the gradebook for students to see and review.
the links from Arturo’s excellent list of Blackboard 9.1 support for faculty - http://www.ju.edu/ctl/Pages/Blackboard-9.1-Tutorials-for-Faculty.aspx
PDF - http://www.ju.edu/ctl/Documents/Bb_Tutorials/InteractiveRubrics.pdf
Video - http://ondemand.blackboard.com/r91/movies/bb91_grade_center_creating_a_rubric.htm
rubrics - http://www.ju.edu/ctl/Documents/Bb_Tutorials/rubrics.pdf
a rubric with a gradable item - http://ondemand.blackboard.com/r91/movies/bb91_course_tools_associate_rubric.htm
rubrics - http://ondemand.blackboard.com/r91/movies/bb91_course_tools_grade_with_rubrics.htm
quick guide - http://www.ju.edu/ctl/Documents/Bb_Tutorials/rubrics2.pdf
Rubrics and students
aren’t just for you. Certainly they can increase the efficiency and
equitability with which you grade. But providing the rubrics in advance
to your students can serve as a complete guide to all the nuances of an
You have broken down the whole into its
components parts, each more manageable and less scary - and nothing has been
If you are using an analytic rubric,
descriptions of what is and what is not acceptable have been provided to help
clarify directions and expectations.
I know I
fall into the thought trap that surely my students know what I mean – but
sometimes they really don’t. It is the first time they have done an
assignment like this, or for me and my grading quirks. Sometimes we teach
theory and concept, sometimes mechanics and sometimes we have to teach them
believe me – see for yourself
use of scoring rubrics: Reliability, validity and educational consequences
Svingby, Education Research Review 2 (2007):130-144